ABSTRACT
Introduction The author conducted a longitudinal study on students’ notetaking in a Japanese into French consecutive interpreting class at ESIT over two years, from 1998 to 2000. As part of the same study, the author also reviewed cognitive psychology literature from the 1980s onwards in an attempt to update the scientifi c evidence supporting the cognitive model of Interpretive Theory of Translation (Seleskovitch, 1968; Seleskovitch & Lederer, 1989) prior to analysing the students’ diffi culties and progress in class (Ito-Bergerot, 2006, 2007b).
